'We can play tag with a stick'. Children's knowledge, experiences, feelings and creative thinking during the COVID-19 pandemic.

Using a relational approach, we draw on repeated interviews with a group of 30 diverse children from Ontario to share and reflect on their knowledge, experiences and feelings early in the COVID-19 pandemic. Prioritising relational interdependence and relational agency, this paper illustrates our participants' embedded engagements with the pandemic and their contribution to the co-production of knowledge. We emphasise their thoughtful responses to the pandemic; their creative, self-reflexive strategies for managing a difficult time; and their advice to others. We thus prioritise children's viewpoints and emphasise their relational interconnections with others during a time that was marked by social isolation.

School Is Closed! Opportunity, Challenge, and Inequality in the Early Days of the Pandemic

Drawing on biweekly interviews with thirty children from Southern Ontario, Canada, from diverse backgrounds and most of whom were between 8 years old and 15 years old, our paper discusses children's educational experiences when schooling shifted online during the first few months of the pandemic. We focus on the challenges and opportunities that were offered during that time, with a particular focus on how these were significantly shaped by inequality. We address the following key themes, all with attention to related inequalities: shifts in children's engagement with space and time;differential availability of help when faced with challenges in online schooling;missing school friends, peers, and teachers and strategies to remain connected;and finally, how some on- and offline schooling activities, as well as independent, explorative learning, helped the children to enjoy their online schooling.